Educators at Cloncurry Kindergarten believe in creating relationships that are nurturing and caring where all children are safe, loved and treated with equity, dignity and respect. We believe in developing reciprocal partnerships with all families and the wider community, being open and sensitive to new possibilities and perspectives. Each child is protected from harm and hazard. Educators are advocates for the children attending the service and respond to each child that may be at risk.
We are connected to family, community and country as we celebrate cultural diversity. In collaboration with family’s children are becoming strong in their own cultural identities. We honour values, beliefs, traditions and celebrations that are important to each family.
We acknowledge, and value Aboriginal and Torres Strait Islander people and their culture is incorporated into our program and everyday practices.
Educators at Cloncurry Kindergarten believe in the importance of learning through play. At our kindy learning is meaningful, playful and connected. Children are immersed in complex experiences, which are embedded with opportunities for language, literacy and numeracy learning. Children are learning to develop curiosity and wonder in the world around them, take risks and develop meaningful interactions with others.
While at Kindergarten children will demonstrate interest, joy and creativity as they actively participate in and contribute to their own and other’s learning. Children are learning to question, hypothesis, create, discover and be spontaneous, while in a safe environment.
We are connected with our natural environment. Children are learning respect for the planet and diversity of life on it, as teachers embrace the natural world and commit to a sustainable future.
The National Quality Framework, Building Waterfalls Second Edition and the Early Years Learning Framework, Early Childhood Australian Code of Ethics are embedded into our daily teaching and learning.
Educators take pride in looking for ways to continually improve practices, environments and skill set.
Welcome to Country
Educators at the Cloncurry Kindy would like to pay respect
to and acknowledge the Mitakoodi people,
who are the traditional owners of the land on which we
We acknowledge the deep feeling of attachment and
relationship that Aboriginal peoples and Torres Strait
Islander peoples have to their land.
Cloncurry kindy is an inclusive centre
that appreciates and respects all groups and cultures and
incorporates learning and activities for children to grow in
their knowledge of diversity.
The Cloncurry Kindergarten operating hours are Monday to Friday 8.20am-2.40pm during school terms. We are closed on all public Holidays.
Key Staff for 2018
Amanda Condren – ECT/ Director
Margaret Doody – Group Leader
Sharlene Hill – Assistant
Deidre Perkins – Clerical, Gardner, Cleaner
Learning Through Play
Play-based learning is described in the EYLF as 'a context for learning through which children organise and make sense of their social worlds, as they actively engage with people, objects and representations' (EYLF, 2009, p. 46).
While there is no one definition of play, there are a number of agreed characteristics that describe play. Play can be described as:
- pleasurable-play is an enjoyable and pleasurable activity. Play sometimes includes frustrations, challenges and fears; however enjoyment is a key feature
- symbolic-play is often pretend, it has a ‘what if?’ quality. The play has meaning to the player that is often not evident to the educator
- active-play requires action, either physical, verbal or mental engagement with materials, people, ideas or the environment
- voluntary-play is freely chosen. However, players can also be invited or prompted to play
- process oriented-play is a means unto itself and players may not have an end or goal in sight
- self motivating-play is considered its own reward to the player (Shipley, 2008).
Once you have decided what play means to you, you should next ask yourself, why play-based learning? What is it about play that makes it so important? Play has a long and detailed research history that dates back to the work of Locke and Rosseau.
Research and evidence all point to the role of play in children’s development and learning across cultures (Shipley, 2008). Many believe that it is impossible to disentangle children’s play, learning and development.